Childminder

Childminder

Unique reference number (URN): EY428260 Registered with Ofsted: 04/07/2011 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make progress across all areas of their learning and development. They particularly develop their independence skills. Children build the skills they need for their next steps of learning, such as growing their understanding and use of language and understanding of numbers and counting. They can focus and pay attention on chosen activities for extended periods.

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Achievement Expected standard

All children typically achieve well, including those who face barriers to their learning and those with special educational needs and/or disabilities. Children confidently try new things and show pride in their accomplishments. For example, when children take part in care routines independently, they show excitement and joy in carrying out these tasks. Parents and carers say that children are thriving and are confident in trying new things due to the curriculum and their daily experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and welcoming environment where she has secure relationships with children. For example, when children role play 'hospitals', they call the childminder over to read them stories while they pretend to recover from an injury. The childminder encourages children to follow the routines of the setting with increasing independence. Children show pride in their capabilities and will confidently ask for help if needed. For example, children are excited to show how they can turn taps on to make water run fast. The childminder knows the children well and uses this information to support their individual needs. For example, she reminds some children about going to the toilet and asks if they would like any help.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour and actively supports consistent attendance. Generally, children play well together, and the childminder reminds them to be kind to others as they play. The childminder provides activities throughout the day that help children regulate their emotions, such as collage activities and rest time after lunch. However, there are times where the childminder does not consistently support children's ability to take turns and play cooperatively with others. This does not help minimise disagreements between children.

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Children's welfare and wellbeing Expected standard

The childminder has created a warm and welcoming space for children to play and learn in. Children have frequent access to the garden and go on regular excursions to local parks and nature reserves in the community. The childminder uses these experiences to support children's wellbeing and physical health. She promotes and encourages healthy eating with parents, carers and children. The childminder talks about healthy food with children during mealtimes. She supports and promotes children's independence extremely well through hygiene routines, which are familiar and consistent for children. For example, children stand on the step to reach the sink, taps and soap after going to the toilet, and they use hand sanitiser to clean their hands after wiping their noses. The childminder encourages children to use good manners through all interactions. For example, when children ask for help, the childminder encourages them to say 'please' and

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Children's welfare and wellbeing Expected standard

'thank you'. The childminder helps children recognise their emotions through using specific books that children use to discuss emotions and express how they feel. For example, when children arrive in the morning, the childminder asks them how they are feeling. However, the childminder does not consistently use opportunities to help children explore their feelings when they are managing social conflicts.

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Curriculum and teaching Expected standard

The childminder plans and delivers a curriculum that considers children's current learning needs. She clearly understands what children know and can do. The childminder uses this information to plan children's next steps in learning. For example, she provides craft activities to support children's concentration and problem-solving skills. The childminder adjusts the activities and support for children based on their needs. She introduces new words to extend children's vocabulary. The childminder explicitly teaches mathematics through daily routines and interactions. For example, she uses positional language to describe where a doll is sleeping or counting the steps children climb.

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Curriculum and teaching Expected standard

The childminder has been proactive in attending training to support the delivery of the curriculum. She puts this learning into practice, such as by combining children's favourite stories with magnetic blocks to support their imagination and language skills. The childminder reviews the training materials so that she can continue to strengthen her curriculum design and delivery. The childminder supports children's physical development through outdoor play and visiting places in the community. She supports their personal, social and emotional development by using books about feelings and emotions. However, the childminder has not embedded practices to help children consistently play well with each other. The childminder quickly identifies barriers to children's learning. She seeks support and guidance to ensure that children with special educational needs and/or disabilities can fully take part in activities.

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Inclusion Expected standard

The childminder quickly identifies and assesses children's individual needs. She is able to identify any barriers to children's learning and responds appropriately. The childminder adapts her approach to support children's individual learning needs, such as extending children's words to build sentences. For example, she models longer sentences back to children when their speech is unclear.

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Inclusion Expected standard

The childminder monitors children's progress through her observations and makes changes to her curriculum based on children's interests and what she observes. For example, she provides prompt intervention when children require support in their play. The childminder has a range of age-appropriate resources that enable all children to take part in the curriculum. These include sensory toys, books about feelings, and role play.

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Inclusion Expected standard

The childminder works with other agencies, including the special educational needs and/or disabilities team, health visitors and local authority advisers. For instance, she seeks advice as necessary to further support the children in her care. The childminder ensures that she makes referrals promptly. She works effectively with parents and carers to ensure that there is open communication about children's learning and progress.

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Leadership and governance Expected standard

The childminder is ambitious for children. She attends regular training to support and develop her knowledge and skills. The childminder's recent training on developing a curriculum is having a positive impact on the quality of the learning that children experience. For example, the childminder provides role-play experiences, such as shopping, that connect to children's home life experiences. The childminder revisits previous learning to ensure that she continues to embed quality practices. The childminder has actively worked on the identified areas for improvement since the last inspection and has made considerable progress in addressing them.

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Leadership and governance Expected standard

The childminder engages with other professionals, such as local authority advisers, to support her continued development and ensure that children receive a high-quality curriculum. The childminder works well with parents and/or carers and shares regular updates about their children's learning and development. Parents say they are happy with their children's learning and progress. They have open conversations about any barriers to learning so that all children, including those with special educational needs and/or disabilities, receive the support and intervention they need to succeed.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are confident and receive support for being independent. The childminder creates clear boundaries and expectations that help children feel safe and secure in this homely setting. Children enjoy taking part in a range of activities that focus on their interests and support their learning and progression. For example, they happily take their dolls in pushchairs to pretend to visit the shop, using money to buy food. Children show enthusiasm for activities. They participate with enjoyment, such as when creating a collage or when playing 'hairdressers'.

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What it's like to be a child at this setting

Children develop independence through routine times, such as when tidying up or going to the toilet. They confidently ask for help when needed. The childminder values children's individual strengths and celebrates their achievements. Generally, children play well together. For instance, they help each other find the coloured pens and play 'hospitals'.

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What it's like to be a child at this setting

The childminder knows children extremely well. She works closely with parents and carers to remove any barriers to children's learning. The childminder actively seeks support and advice to ensure that children receive effective education and care. The childminder works effectively with parents, sharing children's learning and progress. She explains the importance of children's attendance so that they can benefit from taking part in a wide range of learning experiences. Children have opportunities to explore the local community. For example, they go to parks and nature reserves, and they visit people who help them in the community, such as dentists and doctors.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Next steps

The childminder should strengthen practices that support children's social and emotional development, particularly when taking turns. The childminder should continue to implement recent training to strengthen the delivery of the curriculum.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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